What should doctoral training in the humanities and humanistic social sciences look like in the 21st century? This question has prompted a steady stream of foundation inquiries over the past two decades, including "The Graduate Education Initiative" (Mellon Foundation), "The Responsive Ph.D." (Woodrow Wilson National Fellowship Foundation), and "The Carnegie Initiative on the Doctorate." Most of the resulting analyses critique academic hyper-specialization as crimping the salience of research projects, hampering effectiveness in the classroom, and hindering intellectual engagement beyond narrow subfields. The reports highlight instead the advantages of wider perspectives and expanded intellectual toolkits, while calling for more diverse graduate cohorts, strategies for leveraging technology, and the adoption of collaborative approaches to research. At a university where approximately half of humanities PhDs move on to tenure-track positions within a few years of graduating, the authors set out to create a program that would support all of their PhD students and their diverse goals. As they re-envisage the content and structure of doctoral training, they remain committed to thinking holistically about what it means to be a humanist scholar in the 21st century and how a more capacious preparation and versatile skill set might better prepare PhDs to make significant professional contributions within and beyond the academy.